UNIT OBJECTIVES: You should be able to respond to these objectives in question format after completing the daily learning tasks for each lesson...

• Examine the unrest in Russia that erupted into revolution to produce the world's first communist government.
• Assess the effects of the Lenin's political philosophy including the New Economic Policy.
• Describe the rise to power and tactics used by Joseph Stalin to power in the Soviet Union.
• Examine struggle between Communists and Nationalists in China.
• Explore how new ideas in art, literature and science challenged the traditional ways of thinking and living.
• Assess the global impacts of the Great Depression.
• Compare and contrast the rise of fascism in Italy, Germany and Spain, the empire-building of Japan, and the Communist dictatorship in the USSR and how each will lead to another world-wide conflict.

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The Russian Revolution

workers of the world.jpg

1) Read the "Chapter in Brief" section on the Russian Revolution and fill in the chart describing the factors which led to revolution in Russia and the methods used by the Bolsheviks to hold power. The video series, The Russian Revolution Parts I to III, will also help you understand this revolution. Thus be sure to view it, before completing the chart below. This is course work. Be sure you your chart has complete sentences.
Create a Google Doc using the following format.
Block Family name Given name Russian Revolution

How did the Bolsheviks Achieve Power	How do they stay in Power

2) Watch the following video clip with your partner and take notes on the Russian Revolution.


The Russian Revolution Part I


The Russian Revolution Part II



The Russian Revolution Part III

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The Russian Revolution for those that are gamers

If you have some free time and wish to explore how much - or little - you know about the Russian Revolution try playing a quiz game created by a Mr. Hawkins @ Schoolhistory dot com. The Russian Revolution Basketball

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We're Going to Start a Revolution...

Before we do this, though, let's take a bit of a side bar - Russo-Japanese War

In class activity. Follow instructions provided to you in class.

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The Use of Propaganda Posters (and their messages) in Soviet Russia

• Review any one of the websites below and choose a poster that you find interesting or captivating, or one that really captures the essence of what the soviet system (read: communism) was seeking to achieve.
• Answer the following questions regarding it. Create a Google Doc for this as per the usual instructions (Soviet Propaganda Posters is the name for this)
  • What is the message that this poster is trying to get out to the Russian people?
  • Do you find this piece of propaganda to be compelling? Why or why not?
  • If you were to make a propaganda poster what elements of this poster would you keep? What would you leave out? Why?
• Copy and paste the link to the poster to your Google Docs document along with your answers.
• See these sites:
  • Propaganda Posters of the Soviet Era
  • Soviet Propaganda Posters: Russian Propaganda from the USSR
• Finally, answer the following question:
  • What was Lenin's political philosophy? Do you think it was effective for the peasants of Russia? (see the information below).

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Political and Economic Ideology

Communism (a.k.a. "Revolutionary Socialism" or "Marxism")

What appears to be the difference between Marxism and Leninism?

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Google Doc this as per usual label it.
The Use of FIPS
Read pp. 440-445.
In class we will be looking at how totalitarian regimes maintain control. As you read these pages note the approaches the Stalin takes in maintaining control. Use the note method below.

Method of control	Example used by Stalin
Force (and terror)
Indoctrination
Propaganda
Scapism (Direction of popular discontent/scapegoating)

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Imperial China Collapses
The Chinese Civil War



In Google Docs (title: Chinese Civil War) complete the following.

1. Read pp. 448-452, "Imperial China Collapses".
2. Create a time line of the main events from 1911 to 1937. For each event write why said event was of such significance.
3. Read "The Peasants of Hunan" by Mao Zedong. Create an APPARTS chart and fill it in for this primary source.
4. Read and study the map from "Nationalists Battle Warlords and Communists". Answer the questions which follow (#s1-7).
5. FINALLY, AND MOST IMPORTANTLYExamine struggle between Communists and Nationalists in China by answering this question: In the struggle between the Nationalists (Kumintang) and the Communists, which side do you believe was best for the future of China? Use evidence to support your position.

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February 25, 2013 Block A

What is below is due at the end of your next class.
Post-War UncertaintyChanges that Were Taking Place

• Start by skimming the reading on pp. 463-469 (Chapter 15, Section 1). Take notes (Cornell).
• Each of the following images (mouse over because some are linked to video or sound files) represent changes that began to occur in the post-war era (The Roaring Twenties). These social changes, technological developments, and new scientific ways of thinking all changed how people looked at the world. Crisis and uncertainty were reflected in art and literature. Traditional ways of thinking were beginning to be questioned.
• In order for you to get a feeling for life during this hectic period, examine the pictures.
  • Title each picture
  • Describe what you see (in some pictures you will need to mouse over to listen to music or to watch a video)
  • Explain how the picture reflects the times (Is this a challenge to traditional thinking? Does it demonstrate the independent spirit of the times? Did it change ways of life?)
  • USE THE BACKGROUND INFORMATION FROM PAGES 463-469 IN YOUR TEXT BOOK
  • Answer the Unit Objective Question: (see the question below):
    
    

    How did new ideas in art, literature and science challenge the traditional ways of thinking and living during this period?

  • USE Schoology FOR THIS (Title: "POST WAR UNCERTAINTY")

Washing machine ad circa. 1920

How does the video link remind, or not remind you of driving in Seoul?

Flapper Dresses 1920s (Fashion of women in Western Europe and in parts of the western hemisphere).

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The Great Depression"The Dirty Thirties"The Great Depression 1929 (Documentary) For this lesson complete the following tasks:

1. Watch the video segment above, and;
2. Read the Chapter in Brief section on the Great Depression. Annotate on the reading (that means, 'write on it') be sure to comprehend the CAUSES and the EFFECTS (how the USA and other nations) responded to the economic calamity and solve the problem that was impacting on their country.
3. The Great Depression was frequently captured in pictures. These pictures appeared in newspapers and magazines at the time. The Great Depression also coincided with other events taking place in the USA (and in Canada). For example, the Dust Bowl (both countries), and migrations of people in search of work (both countries). At the time there was no safety security net to protect the people from the extreme swing deprivations due to the economic downturn. Also, events were beginning to unfold in other parts of the world to which people in the USA and other places were beginning to take a keen interest, i.e. the Spanish Civil War. The following link explores these themes and more in history. View the pictures of A Photo Essay on the Great Depression >
   1. Choose three pictures.
   2. For each picture write a newspaper headline that captures the reader's attention and imagination.
   3. Then provide three lines of the story's detail.
   4. Be sure to provide the story's date.
   5. Finally, read pp. 473-5 of your text. Answer this question: What impacts did the US Depression have on the world AND how did some parts of the world respond (attempt to solve) those issues? (approx. 250-300 words).

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Germany's Period of Hyper-Inflation
The first five or six years of the the 1920s were especially difficult on Germany. Read p.p. 471-2, "The Weimar Republic".In Class Activity
Interact with the reading given to you in class, German Inflation, September, 1922 by Ernest Hemingway.

• How would you feel if you had been a German pensioner watching as French (and American/Canadian) tourists raided the pastry shops, cafes and restaurants of your town of their stock for what to them were pennies, while you could not even afford the cost of an apple?
• Would you be willing to support the leadership of someone that would be willing to reinstate your sense of pride and economic self-worth? Explain.
• ADD YOUR RESPONSE TO THE ASSIGNMENT ABOVE, PHOTO ESSAY ON GREAT DEPRESSION FOR A BONUS.

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The Rise of TotalitarianismThere were many responses to the changes that were created by the end of World War I. One was the rise of fascist ideology and its application by various governments.
Up till now you know that FIPS is used by totalitarian regimes on both sides of the political spectrum, communists and fascists.

Create a poster

You and members of your group will create a poster - butcher paper will be provided in class. The poster MUST have the following features.

• Picture of person

• Place and date of birth

• Background (childhood, education, etc)

• The country they led

• Term of leadership (provide dates)

• Image of the symbol their Party/Group used and brief description of its meaning

• How they rose to power

• What their political beliefs were

• What their policies were

• What their goals were (personal and/or for their country)

• How the international community reacted to them

Share the work by assigning responsibilities for the above to members of your group. Quick notes and printing of pictures etc. are to be done in class. The following class you will present your posters. Be sure to be able to respond to the points needed in your charts.
Leaders are the following:

1. Adolf Hitler
2. Benito Mussolini
3. Fransisco Franco
4. Joseph Stalin
5. Tojo Hideki

Create a chart

As you listen to each of the presentations be able to complete the chart below. This along with the assignment at the end of this section MUST be posted to Google Docs.

Dictator and term as leader	Personal Background	Conditions in Country in inter-war period	Rise to Power	Policies/Goals/Beliefs	International reactions
Hitler
Mussolini
Franco
Stalin
Tojo

Write a paragraph- Answer the Unit Objective questions: (A well-constructed paragraph with supports for each)

1) What are the common characteristics between the rise of fascism in Italy, Germany and Spain, the empire-building of Japan, and the Communist dictatorship in the USSR?

2) How did each of these leaders contribute to another world-wide conflict?

THE END OF UNIT VI PREPARE FOR THE UNIT FINAL EVALUATION - TBA